CAEP Annual Accreditation Report Measures

On this page you will find Important measures of initial teacher certification programs at the University of Maine College of Education and Human Development.

Programs accredited by CAEP .

Undergraduate

Graduate

University of Maine at Machias (UMM)

  • 鈥 *recently joined 91福利 COEHD in joint accreditation

*For recent state reviews of licensure pathway 1 programs, see , and The UMM rural education program, and other recently added pathway 1 programs, are being rolled into CAEP reporting requirements, with plans being made to start collecting more data in Fall 2026.

CAEP REPORTING MEASURES

The State of Maine does not collect unified measures of P-12 teacher effectiveness, or employment data tagged to the preparation program.

1) CAEP accredited EPPs in the University of Maine System, including the University of Maine鈥檚 (91福利) EPP, are working with the Maine Department of Education to design a process for making employment data regarding candidates from all initial certification programs available. Until that State process is complete, the UM system has implemented .听

FD survey of COEHD graduates for 22-23 – 听

FD survey of COEHD graduates for 23-24 –

FD survey of COEHD graduates for 24-25 – Not yet available

Highlights below:

Completed at least one internship – 76% (*note all EPP completers DO complete an internship via student teaching, they just didn鈥檛 respond as such. This is likely because we have never used the internship terminology previously with our students.

Felt prepared for work or graduate study – 81%

Positive Outcomes Rate – 92%

2) A case study approach to better measure completer effectiveness and impact on P-12 learning was conducted with focus groups of recent graduates in 2022. Comments from the previous (2022) focus groups can be found here, focus groups with PK-12 partner school districts.听

EPP worked with our Office of Institutional Research to develop a plan for a more robust case study, involving multiple focus groups. This work is ongoing, and a series of interviews with partner schools is planned for 2026.

Measure 2 (Initial and Advanced): Satisfaction of employers and stakeholder involvement. (R4.2, R5.3, RA4.1)

1) A culture of continuous communication. Our Educational Preparation Program ensures effective partnerships through a collaboration with the Penobscot River Educational Partnership (PREP) that includes Higher Education Partners and regional Public School partners. This collaboration meets to plan professional development opportunities for our pre-service teachers and in-service educators, support clinical experience placements opportunities and identify areas for improvement and growth within this partnership. 

Consistent communication with Mentor Teachers in Public Schools for our pre-service educators is vital to providing high quality clinical practice and experiences for our pre-service educators. This involves meetings prior to clinical experiences starting, multiple supervisions during clinical experiences and exit interviews upon completion of the experience. Reflection from pre-service educators, Mentor Teachers and University Supervisors are reviewed for continuous improvement within the clinical practice experiences for future pre-service educators. This process is essential to candidate preparation and continuous improvement for our Educational Preparation Program. We are extremely proud of this collaboration and the support structures between Higher Education partners and Public School partners.

2) EPP has attempted various methods to collect this data for many years. Surveys Of principals have been attempted, however the response rates have been extremely limited and the sample sizes have not been high enough to be meaningful. Surveys were being sent in the spring of each year, requesting information on students who were certified in the past 3 years. This survey consists of a general employment survey, and an individual teacher survey.

Spring 2022, a survey was conducted targeting 165 principals in districts believed to have Teachers from our programs. (Principal survey Spring 鈥22). 165 surveyed, 7 general / 9 individual responses.

Spring 2023, a survey was conducted targeting 128 principals in districts believed to have Teachers from our programs. (Principal survey Spring 鈥23). 128 surveyed, 5 general / 3 individual responses.

Spring 2024, a survey was conducted targeting 80 principals in districts believed to have Teachers from our programs. (Principal survey Spring 鈥24). 80 surveyed, 2 general / 0 individual responses.

Going forward, EPP is continuing to work with our Office of Institutional Research and Assessment, to develop plans for more robust case studies. In Fall 25 we decided to ramp up efforts to do more school visits to better capture employer satisfaction. These school interviews will continue through 2026 in preparation for our self study report due in Spring 2027.

Measure 3 (Initial and Advanced): Candidate competency at completion. (R3.3)

The final measure of candidate performance on Standards and dispositions is done in the Field Experience assessment at the end of their program. This field experience requires an internship student teaching in a partner school for 600 hours. The Field Experience assessment measures all 11 standards and substandards, and all the Educator Disposition standards. These assessments are done by the student and their mentor teacher(s), at the end of their 1st and 2nd placements. The university supervisor then conducts an exit interview/Portfolio review, examines all the available evidence, and enters the Final Field Experience Assessment scores for all standards and dispositions.

The 鈥淔ield Experience Assessment鈥 scores for all years and programs can be found here: For the 24-25 academic year all programs are sufficiently meeting or exceeding target outcomes.

21-22,22-23,23-24,24-25

Measure 4 (Initial and Advanced): Ability of completers to be hired (in positions for which they have prepared).

According to the First-Destination Survey done for the 23-24 year: *note* 24-25 data is not yet available.

Employment Related to Major – 83%

% of Employed Working Full-Time – 86%

According to the State of Maine.

Table 1
2017-2020 Employment Data: Teacher Certification 
College of Education and Human Development
YEAR2017-20182018-20192019-2020
N%N%N%
Eligible for initial teacher certification85100%65100%85100%
Licensed, employed in Maine4047%4366.2%4957.7%
Licensed, NOT employed in Maine1922.4%1523%1922.4%
Did not apply for license1821.2%710.8%1416.4%
Incomplete data89.4%00%33.5%

Data, such as those presented in the table above have not been available for the past three years. CAEP-accredited EPPs in the University of Maine System are working with the Maine Department of Education to design a process for making employment data regarding candidates from all initial certification programs available. This work is currently stalled at the state level, with no time frame on when state might make this data available again.

Using EPP data, For the (24-25) Year, 100% of the 91福利 completers from all EPP initial teacher certification programs met all certification requirements upon graduation. This includes meeting EPP standards – Praxis Scores OR GPA, course work GPA, minimum grades in professional courses, Internship hours and exit interviews. EPP would also like to note that GPA requirements and standards at EPP, are higher than required by State, and higher than equivalent UM system programs at other campuses. 

More Program Information

Other College Information:

  • 鈥 Cost and Loan Information
  • 鈥 Data gathered by the National Center for Education Statistics about affordability, retention and loan default rates
  • 鈥 U.S. Department of Education site featuring information about 91福利.
  • 鈥 Information on salaries by specialty and region.
  • 鈥 More detailed salary information